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In search of the powerful self-fulfilling prophecy
Abstract
This research examined moderators of naturally occurring self-fulfilling prophecies. The authors assessed whether positive or negative self-fulfilling prophecies were more powerful and whether some targets were more susceptible to self-fulfilling prophecies because of their self-concepts in a particular achievement domain and previous academic records. Participants were 98 teachers and 1,539 students in sixth-grade public school math classes. Results yielded a strong pattern showing that teacher perceptions predicted achievement more strongly for low achievers than for high achievers. Results also yielded a much weaker pattern showing that teacher overestimates predicted achievement more strongly than teacher underestimates. Implications for social perceptual accuracy, self-enhancement theory, and understanding when self-fulfilling prophecies are stronger are discussed.
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“The residuals resulting from these regressions reflect the variance that remained unexplained and served as our measure of teacher expectation inaccuracy.”
From Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement (2020) · cites this paper as Madon et al. (1997)
In the citing paper
“they respond more to positive than negative expectations (Madon et al. 1997: 792)”
From What Is the Function of Confirmation Bias? (2022) · cites this paper as Madon et al. 1997: 792
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“Indeed, there is evidence that even today, positive SFPs in individual, dyadic interactions are more likely and pronounced than negative ones.”
From What Is the Function of Confirmation Bias? (2022) · cites this paper as Madon et al. 1997
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“Our model is loosely based on hypotheses examined by Madon, Jussim, and Eccles (1997).”
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Metadata
- Authors
- Madon, S., Jussim, L., & Eccles, J.
- Affiliations
- Rutgers, The State University of New Jersey (US)
- University of Michigan (US)
- Venue
- Journal of Personality and Social Psychology
- Published
- 1997
- Volume
- 72
- Issue
- 4
- Pages
- 791-809
- ISSN
- 0022-3514 (ISSN-L)
- 1939-1315
- OpenAlex
- W2101860102
- Cited by
- 304
- References
- 83
- Citations by year
- 2026: 3 · 2025: 9 · 2024: 6 · 2023: 13 · 2022: 14 · 2021: 15 · 2020: 13 · 2019: 12 · 2018: 16 · 2017: 19 · 2016: 8 · 2015: 18 · 2014: 13 · 2013: 12 · 2012: 13
- FWCI
- 11.46
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Personality and Social Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (5r29hd028401-05)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (1 R29 HD28401-01A1)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
- Keywords
- self-fulfilling prophecy, teacher expectations, teacher perceptions, achievement, low achievers, high achievers, self-concept, self-enhancement theory, sixth grade students, mathematics achievement, academic records
- MeSH terms
- Achievement, Adolescent, Adult, Child, Female, Humans, Male, Motivation, Problem Solving, Self Concept, Set, Psychology, Social Behavior, Social Perception
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